Factors that Contribute to the Disparity in Academic Achievement of Students from Southern Belize

Vairez, Mathias R.; Hermond, Douglas; Gomez, Frank C.; Osho, Gbolahan S.

doi:10.1080/00086495.2017.1302158

Cited by 1 publication

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“…In other words, home learning environments can explain associations between family socioeconomic disadvantage and children’s cognitive skills and observable social-emotional problems ( Jeon et al, 2014 ). This is crucial for Belize, as previous research on educational disparities and achievement gaps among students in Belize confirmed students from underserved communities are at greater risk of struggling academically and less likely to succeed in school and life ( Palacio, 2013 ; Vairez et al, 2017 ).…”

Section: Review Of the Related Literaturementioning

confidence: 99%

“…In short, adolescents’ level of academic behaviors and grit should be constantly assessed to design learning environments that foster adolescents’ success in school and later in life. Failure to do so will compound the existing educational disparities in Belize among students from underserved communities, which is detrimental to the future of Belize ( Palacio, 2013 ; Vairez et al, 2017 ).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Effects of Risk Factors on Belizean Adolescents’ Academic Behaviors and Grit after Prolonged Absence During the COVID-19 Pandemic

Vairez,

Gomez,

Gentle-Genitty

et al. 2022

Continuity in Education

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This causal-comparative study explored the effects of risk factors—family status, parental marital status, family income, and parent education level—on Belizean adolescents’ academic behaviors and grit (passion and perseverance in goal achievement) following prolonged absence during the COVID-19 pandemic. Data were collected online using a demographic survey, the Grit-S Scale ( Duckworth & Quinn, 2009 ), coupled with eight additional items to measure academic behaviors (attendance, preparedness, attention, note-taking, participation, organization, use of out-of-school time, and homework completion and submission) for success ( Farrington et al., 2012 ) from secondary and tertiary students in Belize. With rare exception, Belizean education took place in person before the pandemic. This changed to remote teaching and learning during the pandemic. Findings showed that adolescents from the defined risk factor of single-parent households experienced greater declines across all eight academic behaviors. Additionally, this effect was more pronounced for adolescents who experienced the loss of a parent from divorce or death of a parent. For grit, there were two key outcomes: (a) adolescents from nuclear and higher income families had slightly higher levels of grit; and (b) adolescents from parents with lower educational attainment had significantly higher levels of grit than their peers. Based on these findings, recommendations include more study of schools that invest in becoming trauma responsive when evaluating engagement and performance during prolonged absences. Future research should assess adolescents’ level of academic behaviors, grit, and other noncognitive factors.

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Section: Review Of the Related Literaturementioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%